When Alice Cooper arrived as the first headmistress of Edgbaston High School in 1876, she championed something radical for the era; a rigorous, science-informed education for girls that rejected rote learning in favour of intellectual curiosity and sensible clothing for physical exercise. Nearly 150 years later, her vision endures in spirit if not always in sensible dress codes. Today's school serves 929 pupils from age 2 to 19 across four departments, all housed on a leafy campus in Birmingham's most prestigious residential suburb. The 2023 ISI inspection awarded the school the highest possible rating of "Double Excellent," recognising both the quality of pupils' academic achievements and their personal development. With 72% of GCSE entries achieving grades 9-7, and 70% of A-level entries graded A*-B, Edgbaston High ranks 178th in England for GCSE performance (FindMySchool ranking, top 4%) and 433rd for A-levels (top 16%). This is a purposeful, professional school where children are known as individuals, yet the atmosphere remains remarkably warm and unselfconscious about its success.
Step onto the campus and the first impression is of space and light. The school occupies 14 acres within Birmingham's Calthorpe Estate, a pocket of Victorian and Edwardian grandeur where tree-lined streets create an almost village-like feel despite proximity to the city centre. The main buildings, whilst unprepossessing in their modern clinical design, accommodate impressive facilities without any sense of pretension. Girls move purposefully between lessons, stopping to chat with teachers by name, organising lunch plans with friends, adjusting a sixth-form tie. The atmosphere balances academic seriousness with genuine kindness.
The motto, Fideliter, Fortiter, Feliciter (Faithfully, Boldly, Successfully), originates from the school's Quaker and Unitarian roots established when Alice Cooper took the helm. Today, whilst the school is non-denominational, that commitment to integrity, courage and success remains embedded in daily life. Headmistress Clare Macro, who arrived in 2019 from a London day school headship, emphasises kindness and wellbeing as integral to the educational experience, shifting from a purely academic posture towards a more holistic definition of achievement. Teachers report staying for years; staff turnover is notably low, creating continuity of relationships that pupils value. One parent's comment captured the sentiment accurately: "It's not pressured; it's purposeful."
Pastoral care is woven through every aspect of school life. Pastoral responsibilities sit with 43 teachers, supported by a full‑time counsellor and 35 student mentors. The house system spans all year groups, mixing ages deliberately to reinforce the broader community and ensure younger girls are mentored by older ones. Registration (form time) is treated as sacred; form tutors know their pupils individually and use the daily 20-minute slot to check in, offer support, and set the tone for kindness.
In 2024, 72% of GCSE entries achieved grades 9-7, significantly above the England average of 54%. The school ranks 178th in England for GCSE performance (FindMySchool ranking), placing it in the top 4% of schools and 8th within Birmingham. Across the cohort, results span a genuinely broad range of subjects, from Latin and Classical Civilisation to Further Mathematics, Design Technology, Textiles and Sociology. This breadth reflects the school's commitment to allowing girls to pursue genuine interests rather than funnelling all pupils into a narrow academic pipeline.
The 50% of grades at 9-8 combined with an additional 22% at grade 7 indicates consistent, high-level achievement across the ability range. Progress measures affirm that girls make above-average progress relative to starting points, though exact progress 8 figures are not published by the school. Inspection evidence confirms teaching quality as excellent, with marking that is thorough and constructive, and pupils encouraged to analyse their own work critically and suggest next steps.
70% of A-level entries in 2024 achieved grades A*-B, a figure well above the England average of 47%. The school ranks 433rd in England for A-level performance (FindMySchool ranking), placing it in the top 16%. At the highest tier, 10% of grades were A*, with a further 30% awarded A, indicating solid upper-end achievement without the ultra-selective profile of schools ranking in the top 2%. The Sixth Form Centre underwent refurbishment recently, creating dedicated study areas suited to different learning preferences, with wifi throughout and a café serving as informal meeting space. This physical upgrade reflects recognition that sixth-formers need transition space between structured school and independent university study.
Students choose from 20+ A-level subjects, including languages beyond the standard (Russian available), and subjects such as History of Art and Classical Greek that allow intellectual exploration beyond examination-driven pragmatism. The Extended Project Qualification (EPQ) is offered, providing opportunity for independent research projects typically at university level.
England ranks and key metrics (where available)
A-Level A*-B
69.78%
% of students achieving grades A*-B
GCSE 9–7
72%
% of students achieving grades 9-7
The curriculum is deliberately progressive rather than traditional, though grounded in disciplined subject knowledge. From Year 3 onwards in the Prep, specialist teachers take science in fully-equipped laboratories, moving away from generalised primary teaching to subject expertise. In the Senior School, sciences are taught separately from Year 7, allowing depth and laboratory work that generalised double-science cannot provide. The Sixth Form follows A-level specifications but with university-level extension embedded throughout; students are encouraged to think beyond examination board criteria to understand concepts in historical and theoretical context.
Teaching style emphasises active engagement rather than passive absorption. The school deliberately avoids over-reliance on separate learning support sessions; instead, teaching staff are trained to differentiate within mainstream lessons, ensuring that girls with additional needs access the same curriculum as peers, with scaffolding and extension provided in real time. The Headmistress describes teaching as fundamentally about relationships; "It's 95% about relationships," she notes. "If you get that right also, everything else will follow." This philosophy translates into visible practice; teachers make eye contact, remember details from students' lives outside school, adjust pacing when pupils look confused, and explicitly teach metacognitive skills (how to learn) as much as content.
Information Technology is embedded throughout, with pupils using iPads from Year 7, though this is tool-centred rather than technology-focused; devices support learning without replacing books, discussion and handwriting. The Sixth Form Common Room benefits from iMacs equipped with industry-standard software (Logic Pro, Sibelius, GarageBand) for music technology, and specialist facilities mirror university departmental suites rather than generic computer rooms.
In 2024, 71% of leavers progressed to university, with 5% entering apprenticeships and 5% moving to employment. The remaining 19% likely entered further education or gap years, though the school does not publish granular breakdown. Destinations span a genuinely diverse range; recent leavers have secured places reading Medicine at St Andrews, Law at Leicester, Graphic Design at the University of Arts London, alongside conventional Russell Group destinations. The school does not publish Russell Group percentages on its website, so the leavers' destinations data provides the only quantifiable picture of progression; what is clear from informal information is that students move to research-intensive universities (Oxford, Cambridge, Durham, Bristol, Edinburgh, UCL, Imperial) as well as regional universities suited to their academic profiles and personal preferences.
The Laurels Association (the alumnae network, recently rebranded from "Old Girls") offers sustained connection, with annual events and a magazine keeping leavers engaged with the school community. The sense of belonging to something meaningful beyond examination success is cultivated deliberately; Head's speeches, alumni visits, and pastoral conversations all reinforce that school is a chapter in a longer story.
Approximately 30% of Year 11 pupils leave after GCSEs, pursuing education elsewhere. Leadership is candid about this: for some girls, a fresh start for sixth form is part of the plan. For those remaining, entry into sixth form is not automatic; pupils must achieve specified grades at GCSE (typically grade 6 or above in subjects they wish to study at A-level), and competitive access exists for girls from other schools. The sixth form cohort of approximately 120 represents a mixture of internal progression and external entry, creating a genuine transition point rather than a foregone continuation.
Total Offers
1
Offer Success Rate: 9.1%
Cambridge
1
Offers
Oxford
0
Offers
The breadth and depth of extracurricular activity at Edgbaston High is genuinely substantial, reflecting the school's commitment to all-round development. This is not a school where activities are add-ons; they are woven into the timetable and expectations. Lunch periods feature organised clubs; after-school slots are protected for activities before girls leave at 4:30pm. The school week is deliberately structured with longer school days Monday to Wednesday and shorter days Thursday and Friday, explicitly to allow time for clubs and activities without compromising family or personal time.
Music occupies a distinctive place at Edgbaston High, with particular prominence. The purpose-built Music School houses specialist teaching spaces and performance facilities. The school orchestra, two choirs (including a chapel choir with touring history), and four instrumental ensembles provide structured ensemble opportunities. Beyond traditional classical ensembles, girls participate in swing bands, jazz groups, and less formal musical combinations. The chapel choir has toured internationally. All pupils in the Prep learn an instrument during class time; from Year 3 onwards, approximately half take additional private lessons, creating a culture where musical literacy is normalised. Music GCSE and A-level are popular; music scholarship awards (worth up to 50% fee remission) are available at both Year 7 and Sixth Form entry, with candidates assessed via written paper and performance. This infrastructure means music permeates school life without being restricted to the musically gifted; there is music for all and music for those seeking excellence.
Drama occupies equally serious space. The Octagon, a 600-seat purpose-built theatre at the heart of the campus, hosts large-scale whole-school productions typically staged biannually. Recent productions have included Les Misérables (noted in inspection for "singing of high quality"), Diary of Anne Frank, Alan Ayckbourn works for Year 7, and Dr Faustus for sixth-formers. Productions typically involve significant orchestra involvement, professional-standard set design (often created by external companies), and cast sizes 50+, creating opportunity for participation beyond the immediately confident. LAMDA (London Academy of Music and Dramatic Art) examinations run from Year 2 through Year 13, offering structured progression in performance technique and confidence. Drama is offered at both GCSE and A-level. The Technical Crew provides behind-the-scenes opportunity; pupils learn audio-visual, sound and lighting techniques through hands-on involvement in school productions, creating career-ready skills in technical theatre.
Sport is compulsory to Year 9, with competitive and non-competitive options available thereafter. The school's philosophy emphasises "mass participation"; new sports are facilitated wherever possible, and external opportunities are sought to foster interest. Facilities include an all-weather floodlit astroturf (hockey, netball, tennis), athletics track, cricket square, large gymnasium with fitness suite, and an indoor heated swimming pool used by pupils from Kindergarten upwards. Competitive teams exist in major sports (netball, hockey, tennis, rounders, athletics, cricket, swimming) from Year 3. The school has enjoyed national tournament success, particularly in swimming and junior language competitions. Teams are designed to be as sociable as they are competitive; fixtures balance high-level performance with collective experience. Sports are not restricted to the elite; the ethos explicitly welcomes pupils of varying ability and encourages girls to try sports new to them. Individuals also compete at county, national and international level; the school does not attempt to hide its successful athletes, but neither does it restrict opportunity to the naturally gifted.
Debating and public speaking are supported through dedicated clubs and competitive opportunities. The school registers for national competitions and encourages girls to develop rhetoric skills. Young Enterprise provides real-world business simulation; pupils establish and run businesses during a school year. Duke of Edinburgh's Award operates at Bronze, Silver and Gold levels; recent gold award recipients attended a ceremony where they received awards from Prince Edward, underlining the school's success in nurturing resilience and outdoor competence.
The school does not label itself a specialist STEM centre, yet science and mathematics are taught with genuine rigour. The three separate science laboratories are fully equipped. Further Mathematics is available and popular. Computer Science is offered at GCSE and A-level. The school competes in academic competitions including the Junior Language Challenge (receiving national gold medal recognition for top-ten placements). Clubs covering coding, robotics, and problem-solving exist, though these are not framed as "STEM" enthusiast spaces but rather as intellectual activities available to any curious pupil.
Three dedicated art studios equipped for ceramics, print-making, graphic design, traditional painting and drawing. A separate graphic design suite allows girls to learn specialist digital and design software. Art is taught as a discrete subject throughout, not marginalised as "enrichment." Art GCSE and A-level are popular choices. Textiles is offered at GCSE and A-level, reflecting the school's commitment to design discipline. Photography darkroom facilities were mentioned historically; current status unclear but the emphasis on visual literacy remains central.
Clubs referenced on the school website and in prospectuses include Anime, Classics, Dance Club, Football, Mandarin, Coding, and Cookery. The Gardening Club maintains a school allotment, connecting girls to growing food and environmental stewardship. Charity work is emphasised; girls are encouraged to volunteer and understand their responsibility to contribute time and talent to the wider community. A school magazine (EHS Extra) publishes work from across the curriculum and community. The school values intellectual curiosity across domains; a Classics club, Advanced Mandarin, and diverse subject societies all coexist, reflecting the philosophy that schools should feed diverse interests, not homogenise them.
Fees for 2025-26 are charged per term (three terms per year):
Fees include tuition, curriculum resources, and most educational visits. Compulsory lunch costs £303 per term (Years Nursery-11). Additional costs typically include music lessons (if pursued privately), school uniform, trips beyond standard provision, and optional enrichment activities.
A 5% sibling discount applies to the second and subsequent children; this does not apply to pupils progressing from Prep to Senior School. Registration fees of £100 (Reception-Year 13) or £83 (Nursery/Kindergarten) are charged at entry; acceptance deposits of £300 (Prep) or £400 (Senior School/Sixth Form) are held and returned when pupils leave, less any outstanding fees or disbursements.
The school positions itself as accessible beyond the ultra-wealthy through its bursary scheme; families genuinely unable to meet fees should discuss options early in the application process. However, fees place the school clearly in the independent day school sector; families should budget accordingly and not treat bursaries as automatic financial rescue.
*Bursaries may be available for eligible families.
The curriculum in the Prep is broad and balanced, with specialist subject teaching introduced progressively. From Year 1 onwards, pupils have dedicated French teaching. From Year 3, science specialists take pupils in fully-equipped laboratories. Art and music are taught as discrete subjects throughout. All pupils learn an instrument during class music; approximately half continue privately from Year 3 onwards.
In the Senior School, Key Stage 3 (Years 7-9) deliberately avoids early specialisation. All pupils study English, Mathematics, Sciences (separately), Modern Foreign Languages, Humanities (History, Geography, Religious Studies), Technology, Music, Physical Education, and Art. "Cognito" lessons, a bespoke enrichment programme, run alongside, introducing lateral thinking, problem-solving, and critical thinking skills not neatly categorised within traditional subjects. The intent is to stretch all pupils intellectually whilst maintaining breadth.
Key Stage 4 (Years 10-11) offers 20+ GCSE subjects. Pupils must choose English Language and Literature, Mathematics, Sciences (either dual award or separate triplets), and Modern Languages. Beyond this, significant choice exists; subjects like Latin, Classical Civilisation, Further Mathematics, Textiles, Food Preparation and Nutrition, Design Technology, Computer Science, and Business are all available. This genuine choice architecture means pupils pursue genuine interests, not merely subjects that look good to universities.
The Sixth Form operates without formal lower and upper sixth divisions; instead, girls move fluidly through enrichment activities, mentoring younger pupils, and deepening subject expertise. The Extended Project Qualification (EPQ) allows independent research typically 5,000-8,000 words; topics reflect girls' genuine interests from neuroscience to literary criticism to environmental management. This is university-preparation that develops genuine research skill, not grade-hunting.
Edgbaston High is an independent day school; admission is by application and assessment at entry points (Nursery, Reception, Year 3, Year 7, Year 9 [occasionally], and Year 12/Sixth Form).
Entry is via written entrance examination assessing English, Mathematics, and Reasoning. Registration for the Year 7 exam typically closes in September; exams are held in January; results in February; offers in March. The school does not publish acceptance rates, though demand is strong; approximately 3-4 applications per place would be a reasonable estimate based on typical independent day school ratios. Entrance test preparation is common; families often engage tutors or prepare using past papers. The school does not recommend tutoring, but nor does it pretend it is absent.
All Year 7 entrants are automatically considered for academic scholarships (worth up to 50% fee remission) based on exam performance, irrespective of financial need. Music scholarships (worth up to 50% remission) are available; candidates perform and sit a written music theory paper.
External sixth form entry is selective. Candidates sit entrance examinations in two subjects they wish to study at A-level, assessed by the head of department. GCSE performance must meet minimum thresholds (typically grade 6+ in proposed A-level subjects, grade 5+ in English Language and Mathematics). A-level academic scholarships are available; music scholarships for sixth form entrants also exist. Internal sixth form progression requires the same GCSE thresholds; it is not automatic for Year 11 pupils.
Means-tested bursaries are available at Reception, Year 3, Year 7 and Year 12. Bursaries are assessed on family income and cover a percentage of fees (not fixed amount); the school publishes no specific figures, but indicates awards range from partial to full fee coverage depending on circumstance. For bursaries to be considered, both parents must be in paid employment. Bursaries are reassessed annually to account for changing financial circumstances. The bursary application process requires detailed financial documentation and discretionary assessment by the Headmistress. These are not automatic; they require genuine financial need and demonstrated academic potential.
This is not a catchment school; it draws pupils from across Birmingham and the wider region. The school is well-served by public transport (bus routes, proximity to train stations). Alternatively, the school operates its own minibus services covering areas including Solihull, Walsall, Four Oaks, Sutton Coldfield, Streetly, Kinver, Stourbridge, Hagley and Halesowen, with fees charged to families using these services. Some parents organise private coaches. Transport planning is important for families outside the immediate Edgbaston postcode; the school is not easily accessible on foot from most of Birmingham.
The school takes pastoral care seriously and invests material resources into it. Forty-three teachers carry pastoral responsibilities within their teaching load. The full-time counsellor provides additional support for pupils navigating emotional or personal challenges. Thirty-five student mentors (typically sixth-formers) serve as peer supporters, creating a sense that older girls have responsibility to younger ones and that seeking support is normalised.
The house system deliberately mixes all year groups (five houses: St Patrick, St David, St Andrew, St George, and St Francis in the Senior School; four in the Prep: Curie, Frank, Johnson, and Nightingale). House events, competitions and social occasions reinforce connection across age groups. This structure combats the isolation that can occur in large schools where year groups are entirely separate.
Mental health and wellbeing are discussed explicitly. The school acknowledges that girls face pressures (academic, social, developmental) and provides framework for discussion rather than pretending pressure is absent. Teachers are trained in mental health awareness. The school works with families when concerns arise, maintaining communication and involving external specialists (educational psychologists, counsellors) where appropriate.
Learning support is integrated into mainstream provision wherever possible, rather than extracted into separate rooms. The Head of Learning Support works within departments to ensure that girls with identified needs (dyslexia, dyscalculia, attention difficulties, autism spectrum conditions, etc.) are supported in accessing the same curriculum as peers, with scaffolding and differentiation provided in real time. The school reports providing comprehensive SEN support, though it is clear this is within a mainstream context; girls with profound, complex, or specialist therapeutic needs may be better served elsewhere.
Physical safety and safeguarding are taken seriously. The school was inspected on these matters and found compliant with all regulatory requirements in 2023.
The school day runs 8:50am to 3:20pm for the Senior School (Years 7-11), with sixth form typically finishing at 4:15pm to allow independent study time. Prep School hours are shorter, typically 8:50am to 3:20pm with after-school clubs running until 5:30pm. The school deliberately structures its week with longer days Monday-Wednesday and shorter days Thursday-Friday to create time for activities without eating into family time.
After-school care extends to 6pm during the school week for Prep and younger Senior pupils. Holiday care operates during main school holidays for families requiring supervision. Breakfast club provision exists; specific times require confirmation with the school office.
Public transport is straightforward (multiple bus routes, train station proximity). The school operates minibus services to surrounding areas as described above. Parking on or near the school site is limited; parents are encouraged to use public transport or minibus schemes where possible. Walking routes are feasible from the immediate Edgbaston postcode; families further afield typically use buses or school transport.
Girls wear uniform throughout the school (blazer, skirt/trousers, school tie for Years 7-11). Sixth form students wear suits (conservative style) with greater autonomy over colour and cut within boundaries. Uniform is inclusive and non-gendered in language; girls may wear trousers throughout. Uniform suppliers are named on the school website.
Independent School Context: Fees are significant (£20,000+ per year for Senior School) and rise annually. Families must budget carefully and not assume bursaries are available; the application process is rigorous and awards are discretionary. The school is not suitable for families unable or unwilling to commit to fee-paying education. Whilst the school works to create a mixed-income community through bursaries, the baseline reality is that independent school fees create a distinct socioeconomic profile.
Competitive Entry: Year 7 entry is selective; entrance examinations assess reasoning and core academic skills, and demand is strong. Girls should be comfortable with the concept of assessment and selection; this is not a school that guarantees admission to all applicants. Families uncomfortable with competitive entry mechanisms should consider whether independent schools are the right fit.
City Location: The school is situated in suburban Birmingham, not rural hinterland. The location is peaceful (tree-lined streets, Calthorpe Estate), but there is no country estate feel. Transport requires planning; the school is not within easy walking distance of most Birmingham neighbourhoods. The catchment serves a wide area; families beyond the immediate locality should factor in travel time and the logistics of sibling school runs if relevant.
Girls-Only Education: This is an all-through girls' school. Pupils experience same-sex education from age 2 to 19. Some families prefer this; others value co-education. The school argues, credibly, that girls' schools remove certain pressures and allow girls to lead school activities without unspoken social hierarchies based on gender; inspection evidence supports the claim that girls are confident, vocal and ambitious. Families must decide whether same-sex education aligns with their values and educational philosophy.
Advanced Academic Expectations: The school expects girls to work hard and engage seriously with learning. Whilst pastoral care is genuinely kind, this is not a school that prioritises comfort over challenge. Girls should be capable, willing, and motivated to engage with academic work. Families looking for entirely pressure-free education should look elsewhere; Edgbaston High is purposeful, which is not the same as pressured, but it is not relaxed.
Edgbaston High School for Girls represents a genuinely rare combination: a school that maintains heritage and tradition (nearly 150 years of continuous operation, Quaker founding values, Latin motto) whilst genuinely evolving in educational philosophy and practice. The 2023 ISI inspection award of "Double Excellent" reflects not just exam results, but the careful cultivation of girls who are academically capable, personally resilient, intellectually curious, and oriented towards service and contribution. GCSE and A-level performance places the school in the top tier of independent schools in England, yet the school takes pains to emphasise that examination results are means to development, not ends in themselves. Teaching is observed to be excellent; pastoral care is embedded; facilities are good; extracurricular life is genuinely rich.
For families able to meet the fee commitment, seeking same-sex education, valuing academic rigour paired with pastoral warmth, and comfortable with selective entry, Edgbaston High offers a genuinely strong education. The school's emphasis on individual girls, coupled with community-minded ethos, distinguishes it from more academically strident alternatives. Best suited to girls who are academically confident, willing to work hard, and keen to engage with structured opportunity. The school's location in Birmingham makes it particularly attractive for families in the West Midlands seeking independent education without boarding; families further afield should factor in transport logistics.
The greatest limitation for some families will be cost; fees are significant and not universally accessible. The second consideration is the selective entry process; this is not a school for families uncomfortable with competitive assessment. Subject to these parameters, Edgbaston High represents excellent value within the independent school market, offering academic excellence, genuine care, and a sense of belonging to an institution with real values beyond profit.
Yes. The school was awarded the highest possible ISI rating of "Double Excellent" in March 2023, with inspectors praising both academic achievement and personal development. In 2024, 72% of GCSE entries achieved grades 9-7, placing the school in the top 4% in England (FindMySchool ranking). A-level performance saw 70% of entries reach grades A*-B. Inspection confirmed teaching as excellent, pastoral care as a strength, and pupils as confident and respectful. The school consistently delivers strong outcomes within a genuinely supportive environment.
For 2025-26, fees per term are: Reception-Year 1: £4,500; Years 2-6: £4,781-£6,316; Years 7-11: £6,696 (approximately £20,088 annually); Years 12-13: £6,804 (approximately £20,412 annually). In Edgbaston, Birmingham, nursery fee details for Edgbaston High School for Girls are available on request; figures may change year to year. Lunch is additional at £303 per term. A 5% sibling discount applies to the second and subsequent children. Families unable to meet full fees should enquire about means-tested bursaries, which are available at entry points but are discretionary and based on demonstrated financial need and academic merit.
Entry is selective. Year 7 entry (age 11) is via entrance examination in English, Mathematics and Reasoning; the school reports strong demand and all successful candidates are automatically considered for academic scholarships. External sixth form entry requires GCSE grades of 6+ in proposed A-level subjects and A-level entrance examinations. Families should expect assessment and selection; the school does not guarantee places to all applicants. Entrance test preparation is common; the school does not recommend tutoring but acknowledges it occurs.
Yes. Means-tested bursaries are available at Reception, Year 3, Year 7, and Year 12, covering a percentage of fees dependent on family income. Both parents must be in paid employment for bursary consideration. Academic scholarships (up to 50% fee remission) are available at Year 7 and Year 12 based on entrance examination performance. Music scholarships (worth up to 50%) are available at both entry points. Bursaries and scholarships are discretionary; families should enquire during the admissions process.
Edgbaston High is an all-through girls' school for ages 2-19, operating four departments (Nursery/Kindergarten, Prep, Senior, and Sixth Form). The school argues that girls' education removes certain social pressures and allows girls to lead, debate and participate confidently without unspoken gender dynamics. The Sixth Form offers 20+ A-level subjects, including languages (Russian), humanities (History of Art, Classical Civilisation, Classics), sciences, mathematics (including Further Maths), and creative subjects. The Extended Project Qualification (EPQ) allows independent research. Sixth Form students achieved 70% A*-B grades at A-level in 2024.
The school offers compulsory sports to Year 9, with competitive and non-competitive options thereafter. Facilities include an all-weather astroturf, athletics track, cricket square, gymnasium with fitness suite, and indoor heated swimming pool. Teams compete in netball, hockey, tennis, rounders, athletics, cricket and swimming. Beyond sport, extracurricular activities include music ensembles (orchestra, choirs, swing band), drama (recent productions include Les Misérables and Dr Faustus), debating, Young Enterprise, Duke of Edinburgh's Award, technical theatre training, art and design, coding, and numerous subject-based clubs (Anime, Classics, Mandarin, Gardening Club, etc.). Lunch periods and after-school slots are protected for organised activities.
In 2024, 71% of leavers progressed to university; 5% entered apprenticeships; 5% entered employment. The school does not publish university destination breakdowns by tier, though leavers attend a diverse range of institutions from Oxford and Cambridge to regional universities aligned with their profiles. Recent examples include Medicine at St Andrews, Law at Leicester, and Graphic Design at University of the Arts London. The Laurels Association (alumnae network) maintains ongoing connection with leavers and hosts annual events.
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